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North Carolina Public Schools Assistance Redesign Project Building a Framework for Comprehensive PowerPoint Presentation
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North Carolina Public Schools Assistance Redesign Project Building a Framework for Comprehensive

North Carolina Public Schools Assistance Redesign Project Building a Framework for Comprehensive

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North Carolina Public Schools Assistance Redesign Project Building a Framework for Comprehensive

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  1. North Carolina Public Schools Assistance Redesign Project Building a Framework for Comprehensive Support for Districts and Schools December 05, 2007

  2. Key objectives of this project 1 • Build upon lessons learned over the past ten years of providing school assistance • Leverage best practices, both nationally and internationally, to take the DPI assistance model to the next level • Streamline/aggregate the various DPI assistance efforts that are now underway (K-8, high-school, district) • Build DPI’s capacity to adapt to evolving school district and school needs • Support schools in helping All students to graduate from High School 21st Century Future-Ready 2 3 4 5

  3. To develop the vision, the team consulted nearly 700 external stakeholders to solicit inputs and feedback Outreach to external stakeholders Participants • Discussions with nonprofit leaders, experts, and legislators • Individual interviews • Conference call with Stakeholder Advisory Council • Site visits and interviews with school and district leaders • Interviews with superintendents and central office leaders • Interviews with principals • Interviews with teachers • Three conference calls open to all superintendents • One-on-one discussions with Durham & Wake County superintendents • Teacher focus groups with participants at Teacher Academies in Robeson County and at Appalachian State University • Presentations at key meetings • Committee of Practitioners meeting • Leandro district leaders at Quarterly Conference • District instructional leaders at Quarterly Conference • North Carolina Commission on Raising Achievement and Closing Gaps • Former assistance team members at Quarterly Conference • Corrective Action district leaders at Quarterly Conference • DPI FBS Conference – Superintendents Update • DPI FBS Conference – All Participants Update • DPI Luncheon with newly appointed superintendents • TOTAL • 22 • 8 • 28 • 24 • 24 • ~14 • 2 • ~50 • ~20 • ~45 • ~75 • ~10 • ~30 • ~30 • ~40 • ~250 • ~20 • ~692

  4. Feedback from stakeholders about the proposed vision for the assistance was generally positive… • Sample quotes • “I have reviewed the new state assistance model and find it to • be outstanding. I plan to use part of the model to develop a local framework for assistance at the local school/district level.” • --Superintendent • “I am thrilled with the general direction of the new assistance model.” • --Stakeholder advisory council member • “I am glad to see a three year model….We need more time with assistance at the district.” • --Superintendent • “Need coaches that can model, join with support, and withdraw when capacity is built.” • --Stakeholder advisory • council member

  5. Diagnostic phase yielded a robust set of guiding principles for designing the framework for comprehensive support What DPI support efforts should focus on How DPI should go about providing support to districts and schools Focus on assessing needs and understanding root causes Customize support offerings that improve instruction Provide seamless and coordinated assistance to schools/districts Create effective incentives and consequences for schools and districts Create scalable solutions Intervene at areas/times of highest impact Pursue sustainable solutions Rigorously monitor, evaluate, and measure programs Offer customer focused service Build credibility and expand capabilities of DPI over time 5 1 6 2 7 8 3 9 4 10

  6. The new framework implies a real paradigm shift for DPI Theory of action Screen Assess Support Monitor Compliance driven, reactive assistance model Primary focus on providing assistance at the school level Prevention and compliance driven, proactive support model Primary focus on providing support to school districts Collaborativepartnership approach Assistance based on accountability triggers, not on assessment of specific needs Multiple triggers for multiple accountability systems & mandates Screening drives the type of assessment schools and districts receive Screens based on both state and federal standards Assistance team determined prior to assessing needs Assessment often does not identify root causes of underperformance Comprehensive needs assessments focused on root causes and district capacity All school districtsand schoolsundergo needs assessments, with guidance, as needed Singular strategy for team deployment Assistance efforts fragmented, each with limited scope/capabilities Assistance teams do not stay long enough to sustain improvements Majority of support focused on or through the district Coordinated support services tailored based on needs assessment All school districts receive some support No systematic monitoring or tracking of the effectiveness of assistance efforts No formal evaluation to inform modifications to program design and services Systematic reviews of the effectiveness of support provided Systematic evaluation of support providers and services - services modified as needed From To

  7. The new framework implies a real paradigm shift for DPI Theory of Action Compliance driven, reactive assistance model Primary focus on providing assistance at the school level Prevention and compliance driven, proactive support model Primary focus on providing support to school districts Collaborativepartnership approach From To

  8. The new framework implies a real paradigm shift for DPI • Screen From Assistance based on accountability triggers, not on assessment of specific needs Multiple triggers for multiple accountability systems & mandates Screening drives the type of assessment schools and districts receive Screens based on both state and federal standards To

  9. The new framework implies a real paradigm shift for DPI • Assess From Assistance team determined prior to assessing needs Assessment often does not identify root causes of underperformance Comprehensive needs assessments focused on root causes and district capacity All school districtsand schoolsundergo needs assessments, with guidance, as needed To

  10. The new framework implies a real paradigm shift for DPI • Support From Singular strategy for team deployment Assistance efforts fragmented, each with limited scope/capabilities Assistance teams do not stay long enough to sustain improvements Majority of support focused on or through the district Coordinated support services tailored based on needs assessment All school districts receive some support To

  11. The new framework implies a real paradigm shift for DPI • Monitor From No systematic monitoring or tracking of the effectiveness of assistance efforts No formal evaluation to inform modifications to program design and services Systematic reviews of the effectiveness of support provided Systematic evaluation of support providers and services - services modified as needed To

  12. Framework forcomprehensive needs assessmentis based on best practices and research • Leadership capacity • Boards • District leaders • Principals • Teacher leaders • Professional capacity • Professional development • Coaches • Learning communities • Instructional • excellence & alignment • Climate/culture • High expectations with academic support • 21st century teaching and learning • Planning & operational effectiveness • Resource allocation • Performance management • Talent management • Family & community support • Communications • Partnerships Note: Please see appendix to view summaries of best practice frameworks considered in research Source: Literature and research review; project team research and analysis

  13. Dedicated personnel to coordinate in-field support servicesAll field personnel will report centrally to DPI District Transformation Coach (DTC) Regional Support Lead (RSL) • RSLs will be supported by small team in field • Liaison between districts and DPI • Coordinates region wide support delivery • Facilitates communication and coordination across all field-based personnel in a region • Coordinates operational roundtable • Facilitates planning process and coordinates coaching and service delivery for a transformation district • Has access to a pool of experts/support as needed • Provides guidance/support to school coaches and information to RSL and DPI School Transformation Coach (STC) Leadership Coach (LC) • Facilitates planning process and coordinates coaching and service delivery for a transformation school • Has access to a pool of experts/support as needed • Provides information/updates to DTC or LC and RSL • Facilitates planning process and coordinates coaching and service delivery for 3-4 high needs districts • Has access to a pool of experts/support as needed • Provides guidance/support to school coaches and information to RSL and DPI Instructional Coach (IC) • Offers on-site support to help guide school leadership in developing school improvement plans • Provides on-site support for classroom teachers, principals, and school planning team • Plans, implements, and attends necessary professional development

  14. Previous Areas of Focus • Mathematics English/ Language Arts School Assistance Social Studies Science Note: Please see appendix to view summaries of best practice frameworks considered in research Source: Literature and research review; project team research and analysis

  15. Strategic Roundtable will focus on key statewide initiatives as well as DPI’s resource allocation Key functional areas for inclusion Other DPI staff might be invited to address specific meeting topics

  16. Operational Roundtables will coordinate supportresources and services within the regions Key functional areas for inclusion 1. RST=Regional Support Team; DTC=District Transformation Coach; STC=School Transformation Coach

  17. Districts and Schools Supported 2007-08 • Number • Districts 27 • High Schools 77 • Middle Schools 36 • Elementary Schools 20

  18. Services Provided 2007-08 1 • Leadership Facilitator: Equivalent of one day a week • Professional Development: Center for Leadership Development • or Mid-Continent Research for Education and Learning (McREL) • 8-12 days • Instructional Facilitators: Upon request to assist classroom • teachers • Framework for Action: Revision of School Improvement Plan to target support to struggling students • Reform/Redesign Plan: High School only 2 3 4 5